This research study was conducted to investigate the effects of the Flipped Classroom Approach on the academic performance and motivation of Senior High School students in physical science.
The flipped classroom approach is an instructional approach and a type of blended learning that reverses the traditional learning environment by delivering instructional content outside the classroom. It means that learners gain the first experience to a new material outside of class, usually via lecture videos or reading materials and then use class time for works like applying knowledge, creating projects, problem-solving, discussion, or debates.
At a glance
- Includes the adapted Physical Science motivation questionnaire
- Researcher-developed 30-item performance test covers motion and gravitation
- Five researcher-developed lessons integrate the flipped classroom approach
- 22 sources in the bibliography
- 5 tables
Table of Contents
1 Context and Rationale
2 Innovation, Intervention, and Strategy
3 Action Research Questions
4 Action Research Methods
4.1 Participants and Other Sources of Data and Information
4.2 Data Gathering Methods
5 Discussion of Results and Reflection
5.1 Discussion
5.2 Conclusions and Reflections
Objectives and Topics
This action research investigates whether a flipped classroom approach affects senior high school students’ academic performance in Physical Science compared with conventional teaching, and examines the motivation to learn of students taught through the flipped approach.
- Flipped and conventional classroom instruction
- Performance before and after instruction
- Motivation to learn Physical Science
- Force, motion, and gravitation
- Quasi-experimental design and statistical analysis
Excerpt from the Book
Context and Rationale
The flipped classroom approach is an instructional approach and a type of blended learning that reverses the traditional learning environment by delivering instructional content outside of the classroom (Bergmann & Sams, 2012). It means that learners gain the first experience to a new material outside of class, usually via lecture videos or reading materials and then use class time for harder works like applying knowledge, creating projects, problem-solving, discussion, or debates. In Bloom's taxonomy (2001), this implies that learners are doing the lower level of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and evaluation) in class, where they have the help of their peers and teacher.
The flipped classroom gave emphasis on the use of technology in the class wherein students are introduced to pre-recorded materials (via the Internet, videos, or author audio-visual recordings) outside of the traditional instructional space (at home, in the library, or wherever the instructional material can be accessed) (Bergmann & Sams, 2012). After students have watched the material, they are expected to come to class—usually the very next class meeting—and collaborate with their peers and teacher about the material. During this time, they may clear up any misconceptions regarding the content they watched.
In the conventional approach of classroom instruction, the teacher is the focal point of a lesson and the most important disseminator of information during the class period. The teacher responds to questions while students defer immediately to the teacher for instruction and feedback. In a classroom with a conventional style of teaching, individual instructions might also focus on a rationalization of content material utilizing a lecture-style. Student engagement in the conventional approach would possibly restrict to activities in which students work independently or in small groups on an application challenge designed by the teacher.
The flipped classroom intentionally shifts instruction to a learner-centered model in which class time explores topics in greater depth and creates meaningful learning opportunities, while educational technologies such as online videos are used to deliver content outside of the classroom. In a flipped classroom, content delivery may take a variety of forms. Often, video lessons prepared by the teacher or third parties are used to deliver content, although online collaborative discussions, digital research, and text readings may be used.
Chapter Summaries
Context and Rationale: The opening chapter introduces flipped learning, the challenges of teaching Physical Science, and the theoretical and research background for the study.
Innovation, Intervention, and Strategy: This chapter describes the five developed lessons, the contrasting teaching approaches, and the assessment of the two groups.
Action Research Questions: The research questions address academic performance, differences between teaching approaches, and motivation among students receiving flipped instruction.
Action Research Methods: This chapter explains the participants, quasi-experimental design, research instruments, scoring procedures, and statistical analysis.
Discussion of Results and Reflection: The final substantive chapter discusses performance and motivation data, interprets the findings in relation to other research, and reflects on implications for teaching.
Keywords
flipped classroom, Physical Science, senior high school, academic performance, student motivation, conventional teaching, quasi-experimental research, pretest, posttest, analysis of covariance, force and motion, gravitation
Frequently Asked Questions
What is this work about?
It examines flipped classroom instruction and its relationship to academic performance and motivation in senior high school Physical Science.
What are its central themes?
The study brings together instructional design, science achievement, student motivation, and comparisons between flipped and conventional teaching.
What is the main research question?
The study asks whether academic performance differs between students taught using flipped and conventional approaches, and examines the motivation of the flipped group.
What research method is used?
The author uses a quasi-experimental, non-equivalent group design with pretests and posttests, alongside a motivation questionnaire and statistical analysis.
What does the main body cover?
It describes the intervention, research questions, participants, instruments, data analysis, results, and reflections on teaching practice.
Which keywords characterize the work?
Key terms include flipped classroom, Physical Science, academic performance, motivation, quasi-experimental design, and analysis of covariance.
What science topics are included in the intervention?
The developed lessons address force and motion, inertia, interaction, action and reaction, and universal gravitation.
How is motivation assessed?
The experimental group completes a modified Physical Science motivation questionnaire covering dimensions such as intrinsic motivation, self-efficacy, and self-determination.
What material can readers consult for the motivation measure?
The work includes the motivation questionnaire, with its statements and response options.
- Arbeit zitieren
- Janryl Louis Okit (Autor:in), 2019, Flipped Classroom Approach. Enhancing the Academic Performance and Motivation of Senior High School Students, München, GRIN Verlag, https://www.grin.com/document/511816
